Forgetting: Retrieval Failure Flashcards
retrieval failure theory
4
an explanation for forgetting based on the idea that a memory is not accessible due to an absence of cues
retrieval depends on cues, so if a cue is given then a memory becomes accessible
a cue = a reminder, meaningful links to the material to be remembered, can be an environmental cue such as a room or a cue relating to mental state
features of the retrieval failure theory…
• encoding specificity principle
• context dependent forgetting
• state dependent forgetting
encoding specificity principle
4
Tulving and Thomson (1973) proposed that memory is most effective if information that was present at encoding is also available for retrieval
a cue does not have to be exactly the same but the closer a cue is to the original item, the more useful it will be
a cue can be meaningfully linked to the learning material or it can be based on environmental context or emotional state
for example, being reminded of a particular place may act as a cue to help access a memory
a study demonstrating the value of retrieval cues
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Tulving and Pearlstone demonstrated the value of retrieval cues
participants had to learn 48 words belonging to 12 categories — each word was presented as category and then the word (e.g. fruit-apple, fruit-orange)
in the free recall condition, participants had to recall as many words as possible
in the cued recall condition, the participants were given cues in the form of category names
they found that in the free recall condition, 40% of words were recalled but in the cued recall condition, 60% of words were recalled
context dependent forgetting
3
is it easier to recall information when the context present at encoding is also present for retrieval
memory retrieval is most effective when a person is in the same place they were when the memory was formed
for example, learning and recalling information in the same room
a study into context dependent forgetting
6
Godden and Baddeley investigated the effect of contextual cues
recruited scuba divers as participants and arranged for them to learn a set of words on either land or underwater
they were then asked to recall these words on either land or underwater
recall was best when it happened in the same context as learning — e.g. learning on land and then recalling on land, 50% better recall when this was the case
40% more words were forgotten when recall and learning took place in different environments — e.g. learning in water and then recalling on land
suggests that environmental cues improve recall and the absence of cues leads to forgetting
state dependent forgetting
2
memory retrieval is most effective when an individual is in the same emotional state they were in when the memory was formed
emotional and mental states can act as cues to help access a memory
a study into state dependent forgetting
6
Goodwin et al (1969) investigated the effect of state cues
asked male volunteers to remember a list of words either intoxicated or sober
participants were asked to recall these lists after 24 hours, some were sober while others had to get drunk again
word recall was better when they were in the same state as the were when they learned the words (e.g. learning and recalling when intoxicated)
information learned when drunk is more accessible when in the same state later on
this suggests that state related cues improve recall and the absence of these cues leads to forgetting
x3 evaluation points
support for context dependent forgetting
circularity
real world application
EVALUATION
support for context dependent forgetting
7
a strength of the retrieval failure theory is that it is supported by Godden and Baddeley, who investigated the effect of contextual cues
recruited scuba divers as participants and arranged for them to learn a set of words on either land or underwater
they were then asked to recall these words on either land or underwater
recall was best when it happened in the same context as learning — e.g. learning on land and then recalling on land, 50% better recall when this was the case
40% more words were forgotten when recall and learning took place in different environments — e.g. learning in water and then recalling on land
supports the retrieval failure theory as it suggests that environmental cues improve recall and the absence of such cues leads to forgetting, which supports the encoding specificity principle which is key to the theory as a whole
therefore, the theory may have increased usefulness in explaining forgetting
EVALUATION
circularity
4
the encoding specificity principle, which is central to the theory, cannot be proved because it cannot be tested — it is circular
basically, if a stimulus leads to memory retrieval then it must be encoded in memory and if it does not lead to retrieval then according to the principle, it cannot have been encoded
it’s impossible to test for an item that hasn’t been encoded so the principle cannot be proved
therefore, the theory may lack reliability and may be limited in its ability to accurately explain forgetting
EVALUATION
real world application
7
a strength of the theory is that it can be applied to the real world
for example, the theory can be used to help improve cognitive interviews to make them more effective in retrieving information
police officers could present witnesses with cues relating to context to help trigger memories, they could ask witnesses to think back to where and when the event occurred
this will hopefully make their memories more accessible and help to improve recall
according to the theory and specifically the idea of context dependent forgetting, memory retrieval is most effective when an individual is in the same place they were when the memory was formed
Smith shows that even thinking of the place is as effective as actually being there
therefore, the theory can be said to be very useful as it can be applied to real life
